Staggered entry plan seems to have merit at some levels

Published 8:01 pm, Wednesday, April 11, 2012

While much of the attention these days is being paid to education reform as the tug of war goes on between the General Assembly and Gov. Dannel P. Malloy, there are other issues that may seem mundane but are important to the operation of the Norwalk public school system.

Currently under discussion are changes in the staggered entry schedule, which has different classes beginning the year on different days.

The goal is the keep the chaos and confusion to a minimum, and we can see the merit in that.

At issue is should it be implemented only for kindergartners and sixth graders? Is there any benefit to the other classes, particularly high school?

We see the staggered entry as being of value with kindergartners just beginning their school experience -- although many may have been in pre-school programs the previous year.

It's a traumatic moment, being left off at the school's door by a parent, thrust into a group of young strangers your own age. Most children adapt quickly, but anything that can make the transition easier is worth it.

When it comes to the sixth-graders, it can be equally traumatic. Back in their elementary school, they were kings and queens of the roost. Now they are returning to the bottom of the ladder in middle school as sixth-graders.

The change in their status may be a bit humbling, and perhaps that's not a bad thing.

Freshmen entering high school face a similar adjustment, going from being at the top of the heap in middle school to the bottom of the heap in high school.

Whether the staggered entry makes as much difference at that age level is open to discussion, according to educators.

We can remember when the local system shifted the sixth-graders from elementary school into middle school and ninth graders into high school.

That seemed to have worked out well.

If it can be agreed that the staggered openings are valuable in helping a pupil adjust to a new environment, by all means, they should be continued.

At the very least, the practice at the kindergarten and sixth-grade levels seems to have real merit and should be continued.

The days spent in school in those early grades and on to high school should be enjoyable and provide a welcome learning atmosphere.

We have often said the most important learning experiences comes in the home, but that does not lessen the importance of a good, effective school experience.